科技大學行政部門內外部自我評鑑媒合之研究

陳鶴仁

doi:10.6841/NTUT.2008.00485

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科技大學行政部門內外部自我評鑑媒合之研究

A Study on the Match between Internal and External Self-study of Administrative Departments in Universities of Technology

陳鶴仁 , Masters　　Advisor：曾淑惠　　

繁體中文 DOI： 10.6841/NTUT.2008.00485

行政部門；內部自我評鑑；外部自我評鑑；媒合； administrative departments ； internal self-study ； external self-study ； match

Abstract │ Reference (140) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

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There has been an important issue between internal evaluation and external evaluation. In addition, literature review that has indicated there still has argument on self-study. Therefore, this study aimed to explore the difficulties and solution methods of the match between internal and external self-study of administrative departments in universities of technology. To aim this purpose, semi-structured interview was used to interview internal evaluators, external evaluators, and experts. Then, ATLAS. ti 5.2 was used in order to analyze the text. At last, the main conclusions are as the follows:

1. There are 12 match problems in self-study which are: (1) evaluators don’t use the difference criterias for different schools, (2) people don’t know how to hold a self-study, (3) people are short of evaluation competence, (4) internal evaluators don’t have enough resources, (5) internal evaluators can’t trust the others, (6) the barrier of internal evaluators in data-collecting, (7) both internal and external evaluators’ don’t have the same opinon, (8) lack of feedback for the evaluation report, (9) the goal of evaluation is achieved or not? (10) superintendence’s attitude toward self-study, (11) the completed degree of data-displaying by internal evaluators, (12) evaluation report is unrecognized.    
2. The difficulties in self-study are (1) “different evaluators have different point of view toward self-study,” and can be settled by ”choose evaluators carefully and set up a mechanism of communication;” (2) “member’s participation in self-study;” and can be solved by “superintendence have to ask, mobilize and encourage in order to raise member’s participation;” (3) “the contradiction between purpose and practice” can be eased by “build competences of evaluation and commission the third party to transact self-study”.

Reference ( 140 ) 〈TOP〉

王如哲（2008）。走在十字路口的台灣高等教育：破迷思、展契機。發表於台灣教育政策與評鑑學會、財團法人高等教育評鑑中心基金會及台北市立教育大學教育行政與評鑑研究所主辦之「教育政策與評鑑新議題：對新政府的教育期許學術研討會」，台北市。
連結：
王保進（2006a）。大學校院系所自我評鑑實務。發表於社團法人台灣評鑑協會主辦之「如何進行自我評鑑研討會」，台北縣。
連結：
王保進（2006b）。標竿取向的高等教育評鑑標準設計之研究。教育研究月刊，142，頁9-32。
連結：
江愛華（2007）。澳洲高等教育品質保證制度：背景、政策與架構。台北市：高等教育。
連結：
吳政達（2003）。國民小學教師評鑑政策之可行性評估。初等教育學刊，15，頁83-107。
連結：

Times Cited (1) 〈TOP〉

陳孟婷(2013)。我國大學校務自我評鑑機制實施現況研究。臺灣師範大學教育政策與行政研究所學位論文。2013。1-326。

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